State of the science in health professional education: Effective feedback

Medical Education

Volumn 44, Issue 1, 2010, Pages 101-108

  Archer, Julian C ^a  

^a PENINSULA MEDICAL SCHOOL   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ATTITUDE OF HEALTH PERSONNEL; EDUCATION, MEDICAL; FEEDBACK, PSYCHOLOGICAL; HUMANS; MODELS, EDUCATIONAL; MODELS, PSYCHOLOGICAL;

EID: 74049129504     PISSN: 03080110     EISSN: 13652923     Source Type: Journal    
DOI: 10.1111/j.1365-2923.2009.03546.x     Document Type: Review

References (53)

1. Locke EA, Latham GP. A Theory of Goal Setting and Task Performance. Englewood Cliffs, NJ : Prentice Hall 1990 140.
2. Kluger AN, DeNisi A. The effects of feedback intervention on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychol Bull 1996 119 : 254 284.
3. Thorndike EL. Human Learning. New York, NY : Century 1931 162 81.
4. Ashford SJ, Blatt R, Van de Walle D. Reflections on the looking glass: a review of research on feedback-seeking behaviour in organisations. J Manage Dev 2003 29 : 773 799.
5. Kanfer R, Ackerman PL. Motivation and cognitive abilities: an integrative/aptitude-treatment interaction approach to skill acquisition. J Appl Psychol 1989 74 : 657 690.
6. Colthart I, Bagnall G, Evans A, Allbutt H, Haig A, Illing J, McKinstry B. The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. Med Teach 2008 30 (2 124 145.
7. Higgs J, Richardson B, Abrandt Dahlgren M. Developing Practice Knowledge for Health Professionals. London : Elsevier Health Sciences 2004.
8. Molloy E. Time to pause: giving and receiving feedback in clinical education. In : Delany C, Molloy E, eds. Clinical Education in the Health Professions. Australia : Elsevier 2009 128 46.
9. Surridge P. The National Student Survey 2005-2007: Findings and Trends; A Report to the Higher Education Funding Council for England. Bristol : University of Bristol 2008. http://www.hefce.ac.uk/pubs/rdreports/2008/rd12-08/rd12-08.pdf. [Accessed 30 May 2009.]
10. Cantillon P, Sargeant J. Giving feedback in clinical settings. BMJ 2008 337 : a1961.
11. Goodman J, Wood RE, Hendrickx M. Feedback specificity, exploration, and learning. J Appl Psychol 2004 89 : 248 262.
12. Phye GD, Sanders CE. Advice and feedback: elements of practice for problem solving. Contemp Educ Psychol 1994 19 (3 286 301.
13. Shute VJ. Focus on formative feedback. Rev Educ Res 2008 78 : 153.
14. Bangert-Drowns RL, Kulik CC, Kulik JA, Morgan MT. The instructional effect of feedback in test-like events. Rev Educ Res 1991 61 : 213 238.
15. Moreno R. Decreasing cognitive load for novice students: effects of explanatory versus corrective feedback in discovery-based multimedia. Instr Sci 2004 32 : 99 113.
16. Archer J. Multi-source Feedback to Assess Doctors' Performance in the Workplace. PhD thesis. Sheffield : University of Sheffield 2007.
17. Fidler H, Lockyer JM, Toews J, Violato C. Changing physicians' practices: the effect of individual feedback. Acad Med 1999 74 (6 702 714.
18. Crossley J, Davies H, McDonnell J, Cooper C, Archer JC, McAvoy P. A district hospital assessing its doctors for re-licensure: can it work? Med Educ 2008 42 : 359 363.
19. Hewson MG, Little ML. Giving feedback in medical education: verification of recommended techniques. J Gen Intern Med 1998 13 (2 111 116.
20. Smither JW, London M, Reilly RR, Flautt R, Vargas Y, Kucine I. Discussing multi-source feedback with raters and performance improvement. J Manage Dev 2004 23 (5 456 468.
21. Webb WB. The problem of obtaining negative nominations in peer ratings. Pers Psychol 1955 8 : 61 3.
22. Hartman H. Scaffolding and Cooperative Learning. Human Learning and Instruction. New York, NY : City College, University of New York 2002 23 69.
23. Schroth ML. The effects of delay of feedback on a delayed concept formation transfer task. Contemp Educ Psychol 1992 17 (1 78 82.
24. Mason BJ, Bruning R. Providing Feedback in Computer-based Instruction: What the Research Tells Us. Lincoln, NE : Center for Instructional Innovation, University of Nebraska-Lincoln 2001. http://dwb.unl.edu/Edit/MB/MasonBruning.html. [Accessed 31 January 2009.]
25. Atwater LE, Yammarino FJ. Does self-other agreement on leadership perceptions moderate the validity of leadership and performance predictions? Pers Psychol 1992 45 : 141 164.
26. Ward M, Gruppen L, Regehr G. Research in self-assessment: current state of the art. Adv Health Sci Educ 2002 7 : 63 80.
27. Mohyeldin A, Suliman T. Self and supervisor ratings of performance: evidence from an individualistic culture. Employee Relat 2003 25 (4 371 388.
28. Brutus S, Fleenor JW, McCauley CD. Demographic and personality predictors of congruence in multi-source ratings. J Manage Dev 1999 18 (5 417 435.
29. Eva KW, Regehr G. Self-assessment in the health professions: a reformulation and research agenda. Acad Med 2005 80 (10 46 54.
30. Bargh JA. The unbearable automaticity of being. Am Psychol 1999 54 : 462 479.
31. Alimo-Metcalfe B. Professional forum: 360-degree feedback and leadership development. Int J Self Assess 1998 6 (1 35 42.
32. Eva KW, Regehr G. Knowing when to look it up: a new conception of self-assessment ability. Acad Med 2007 82 (10 81 4.
33. Eva K, Regehr G. I'll never play professional football and other fallacies of self-assessment. J Contin Educ Health Prof 2008 28 (1 14 9.
34. Smither JW, London M, Reilly RR. Does performance improve following multi-source feedback? A theoretical model, meta-analysis, and review of empirical findings Pers Psychol 2005 58 (1 33 66.
35. Smither JW, London M, Richmond KR. The relationship between leaders' personality and their reactions to and use of multi-source feedback: a longitudinal study. Group Organ Manage 2005 30 (2 181 210.
36. Boud D, Keogh R, Walker D. Reflection: Turning Experience into Learning. London : Kogan Page 1985 19.
37. Mann K, Gordon J, McLeod A. Reflection and reflective practice in health professions education: a systematic review. Adv Health Sci Educ 2009 14 : 595 621.
38. Sargeant JM. Challenges in multi-source feedback: intended and unintended outcomes. In : Sargeant JM, ed. Multi-source Feedback for Physician Learning and Change. Maastricht : University of Maastricht 2006 43 58.
39. Carver C, Scheier M. Attention and Self-regulation: a Control Theory Approach to Human Behaviour. New York, NY : Springer 1981 15, 50.
40. Veloski J, Boex JR, Grasberger MJ, Evans A, Wolfson DB. Systematic review of the literature on assessment, feedback and physicians' clinical performance. Med Teach 2006 28 (2 117 128.
41. Violato C, Lockyer JM, Fidler H. Changes in performance: a 5-year longitudinal study of participants in a multi-source feedback programme. Med Educ 2008 42 : 1007 1013.
42. Davies H, Archer J, Bateman A, Dewar S, Crossley J, Grant J, Southgate L. Specialty-specific multi-source feedback: assuring validity, informing training. Med Educ 2008 42 (10 1014 1020.
43. Reid P, Levy G. Subordinate appraisal of managers: a useful tool for the NHS? Health Manpow Manage 1997 23 (2 68 72.
44. Baron RA. Negative effects of destructive criticism: impact on conflict, self-efficacy, and task performance. J Appl Psychol 1988 73 : 199 207.
45. Sargeant JM. Understanding the influence of emotions and reflection upon multi-source feedback acceptance and use. In : Sargeant JM, ed. Multi-source Feedback for Physicians: Learning and Change. Maastricht : University of Maastricht 2006 59 76.
46. Folger R, Cropanzano R. Organisational justice and performance evaluation: test and trial measures. In : Folger R, Cropanzano R, eds. Organizational Justice and Human Resource Management. Beverly Hills, CA : Sage Publications 1998 232.
47. Pendleton D, Schofield T, Tate P, Havelock P. The New Consultation: Developing Doctor-Patient Communication. Oxford : Oxford University Press 2003 3.
48. Sargeant J, Lockyer J, Archer J, Bruce D. Multi-source feedback in medical education: an update on research and practice. Symposium presentation AMEE Conference, Prague, September 2008 Abstracts book, p. 13, http://www.amee.org/documents/AMEE%202008%20Final%20Abstract%20Book.pdf. [Accessed 31 October 2009.]
49. Narciss S, Huth K. How to design informative tutoring feedback for multimedia learning. In : Niegemann HM, Leutner D, Brunken R, eds. Instructional Design for Multimedia Learning. Munster, NY : Waxmann 2004 181 195.
50. Schon D. From technical rationality to reflection-in-action. In : Schon D, ed. The Reflective Practitioner: How Professionals Think in Action. London : Basic Books 1983 21 75.
51. O'Brien MA, Oxman AD, Davis DA, Haynes RB, Freemantle N, Harvey E. Audit and Feedback: Effects on Professional Practice and Health Care Outcomes: Cochrane Database Syst Rev 2003 (3) : CD000259.
52. Dornan T. Osler, Flexner, apprenticeship and 'the new medical education'. J R Soc Med 2005 98 (3 91 5.
53. Flexner A. Medical Education in the United States and Canada: a Report to the Carnegie Foundation for the Advancement of Teaching. Boston, MA : Updyke 1910.